Jose has been teaching face-to-face for years and is comfortable standing in front of dozens or even hundreds of students every day. He is the sage who imparts knowledge to those sitting in front of him—some are eager to take in what he shares, while others force themselves to stay focused and take notes.
Many traditional colleges and universities have cancelled regular classes for the time being and are preparing their faculty and students for online classes in order to complete the spring semester. For institutions with a substantial online presence, this is likely not a big issue. But for those institutions with little online experience, this could be problematic. Adding to the drama or chaos, depending on your perspective, is the fact that the online courses have to be ready by the end of the extended spring breaks imposed by these colleges and universities.
Dr. Jennifer Cramer and Dr. Danny Welsch have been participating in the Skype a Scientist program, bringing their passion for science to K-12 classrooms.
In this week’s New York Times, Dana Goldstein and Anemona Hartocollis write about the difference in enrollments at the Ivy Plus (eight Ivy League universities plus Duke, Stanford, M.I.T., and the University of Chicago) institutions when students’ family incomes are considered. The source of the data for these reporters is a paper co-authored by economists Raj Chetty, John Friedman, Emmanuel Saez, Nicholas Turner, and Danny Yagan, Income Segregation and Intergenerational Mobility Across Colleges in the United States. The paper follows their 2017 research paper, Mobility Report Cards: The Role of Colleges in Intergenerational Mobility.
When I read that Georgetown’s Center on Education and the Workforce had issued another report about the value of certificates and associate degrees, I assumed that the research related to the database utilized to generate its analysis about the ROI of a college degree, which I critiqued in an initial, and follow-up, post. I was surprised when the paper revealed a different research basis.
I recently wrote about the Georgetown University Center on Education and the Workforce’s new report, the ROI of Liberal Arts Colleges, which was generated from the database created for their broader report, A First Try at ROI: Ranking 4,500 Colleges. Despite experiencing a liberal arts education through my undergraduate history major at Duke University, something about the report bothered me. Ultimately, I understood what was causing my consternation.
The researchers at Georgetown University’s Center on Education and the Workforce recently released a report, the ROI of Liberal Arts Colleges. Anthony Carnevale, Ban Cheah, and Martin Van Der Werf used the findings from their broader study, A First Try at ROI: Ranking 4,500 Colleges, to create a report focused specifically on liberal arts colleges. Since I previously wrote about the methodology behind the latter report, I will only reiterate those thoughts I deem relevant to the new one.
In the Winter 2020 issue of National Affairs, James Piereson and Naomi Schaefer Riley write about the past, present, and future of state flagship universities. Can these schools remain financially solvent while educating residents at the low tuition rates that were common in past decades? Based on a recent Washington Post survey of 50 such institutions, the authors answer “no.” While not all of these findings are news, the authors astutely assess negative changes in public higher education and recommend the true reforms needed.
In a recent article published by the James G. Martin Center at the University of North Carolina at Chapel Hill, Chloe Anagnos writes about the difficulties students have finding their dream job after graduation because they don’t understand the job market or they think they have all the skills needed to be an attractive candidate. Anagnos recommends that students learn how to market themselves in order to stand out in their field. It’s sound advice, but perhaps a bit more complicated than just marketing yourself.
Brandon Busteed, president of University Partners at Kaplan and former director of education & workforce development at Gallup, recently wrote an article for Forbes, “Americans Rank A Google Internship Over A Harvard Degree.” He notes that when 2,000 Americans were asked what would be most helpful for a high school graduate to launch a career, a Google internship or Harvard degree, nearly two-thirds of the respondents selected Google. The December 2019 Kaplan survey was conducted by QuestResearch Group.